Using Problem Posing as an Assessment Tool for Mathematical Creative Thinking

Abstract

This research qualitative aims to describe students' creative thinking mathematical in problems posing. The research subjects were 3 students grade VIII who were selected by purposive sampling. Data collection techniques by giving the task of submitting problems and interviews. The results showed that participant with high math skills asked 12 questions that made sense, using 3 different concepts or contexts and there were 3 questions in the mathematical language that were less precise. Participant with moderate mathematical ability asked 10 questions, using 5 different concepts or contexts and there are 4 questions in mathematical language that are not quite right. Participant with low math abilities asked 9 questions with 6 reasonable questions, using 4 different concepts or contexts. Indicators of fluency, flexibility, and novelty appear in proposing problems in all participant The description of the creative thinking can be considered by teachers in formulating learning strategies for creative thinking.